Trauma in Educational Leaders: Exploring the Tenets of Intersectionality

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Dimensions of Intersectionality and Education: Challenges of Gender, Race, and Culture Within Institutional Hegemony (Table 3)

Abstract

Objectives
This study explores the role of trauma in intersectional research of Black women leaders at Historically Black Colleges and Universities (HBCU’s) and Predominantly White Institutions (PWI’s). Drawing on the trauma narratives of 10 Black women in educational leadership it was observed that there is an alignment between Intersectionality Theory and Trauma Theory.
Framework
Intersectionality, an offshoot of the Critical Race Theory, was coined by seminal theorist Kimberle’ Crenshaw (1989, 1991). Much of the work of Crenshaw and others has largely focused on the intersections of race, gender, and class, among other socially constructed markers of identity. This research considers the role of trauma in intersectional research with a focus on Black Women educational leaders who were in their positions for at least 3 years. Introducing trauma to the intersectional work is pivotal in light of the population interviewed in this research. The ability to illustrate the role of trauma in the attainment of goals creates a narrative of persistence. The examination of trauma as a new intersection within intersectionality research is both innovative and disruptive.
Method
The qualitative study explored the lived experiences and influences as told by Black women leaders at Historically Black Colleges and Universities (HBCU’s) and Predominantly White Institutions (PWI’s). We describe the lived experiences of educational leaders through vignettes (Riessman, 2008). We apply the metaphor of three-dimensional narrative inquiry space presented by Clandinin and Connelly (2000). As such, we frame vignettes to capture feelings, emotions, and moral dispositions, the existential environment, and “temporality – past, present, and future” (Clandinin & Connelly, 2000, p. 50).
Results
The intersections presented as a result of this work included, but not limited to race, gender, power, trauma, imposter syndrome and hierarchy. The themes that emerged as a result are: 1) Acute Consciousness of multiple minoritized identities, 2) Interlocking oppressions of grace and gender are always at play, 3) Experiences of racial and gender inequality are pervasive and impactful, 4) social injustices and social movements influence our actions, responses, and leadership and 5) Refusal to succumb to challenges connected to our leadership and intersectional identities.
Significance
Implications for the introduction of trauma as a new intersection and an innovative disruption to the existing insights of intersectionality are noted. This narrative exploration viewed the intersections of Black women leaders in higher education as interconnections influenced by race, gender, societal influences and social justice movements laced with the underpinnings of their individual traumatic experiences.

Author

• Alyncia M. Bowen, Franklin University